Effect of moderate learning style–teaching mode mismatch on academic performance among 2^nd year medical students in Pakistan

Abstract

Introduction:The vagueness surrounding “learning style–teaching mode mismatch” makes its effects uncertain. This study tried to tackle that controversy by comparing and assessing the effect of different learning styles on performance in physiology examination when teaching mode was somewhat different than learning preferences of the 2nd year medical students.Methods:A total of 102 2nd year medical students participated in this study. Honey and Mumford learning style questionnaire was used to categorize the participants into one of the four learning styles (activist, reflector, theorist, and pragmatist). Many teaching modes were used in the medical college. The first professional theory and practical physiology scores of these 102 students of University of Health Sciences were obtained online. Learning styles were compared with physiology scores and age using one-way analysis of variance and post hoc statistical analysis and between males and females by using Chi-square test.Results:Pragmatists had the lowest total physiology score (P < 0.001), while theorists had the highest total physiology scores (P < 0.001). Activists and reflectors had scores in between pragmatists and theorists, and there was no statistical difference between these two styles of learning (P = 0.9). No student scored below 60%.Conclusion:This study demonstrated that the effect of moderate teaching–learning mismatch is different for different learners. Theorists excelled as they had the highest physiology score, while pragmatists lagged in comparison. Reflectors and activists performed better than pragmatists but were worse than theorists. Despite this, none of the students scored below 60%. This shows that a moderate learning style–teaching mode mismatch is not harmful for learning.

Virtual ER, a Serious Game for Interprofessional Education to Enhance Teamwork in Medical and Nursing Undergraduates: Development and Evaluation Study

“…However, our results failed to support hypothesis 2, which was that students who were activists or pragmatists would have high game performance scores. This finding is in line with other studies, which have shown a lack of a direct relationship between learning experience and academic performance in medical students [35][36][37]. It is possible that learning style can engage students in learning in serious games; however, it might not be a predictor of academic success.…”

Türkiye'deki Hematoloji Uzmanlarının Öğrenme Stillerinin Belirlenmesi ve Eğitim Başarısı Üzerine Etkisinin Değerlendirilmesi

“…çalışmalarında son sınıftaki değiştiren öğrenme stiline sahip kadın öğrencilerin uzmanlıkta daha çok dahili bir dal tercih ettiğini; özümseyen gruptaki erkek öğrencilerin ise ağırlıklı olarak cerrahi bir dal seçtiğini gözlemledi (24). Literatürde öğrenme stillerinin farklı ölçekler ile değerlendirildiği başka çalışmalar öğrenme stilinin ve cinsiyet arasındaki ilişkiden bahsedilmektedir (3,6,28). Ancak biz çalışmamızda Cortes ve ark.…”

Investigating the Learning Styles Preferences of First-year B.Ed. Students Studying in a Public Sector University of Northern Sindh, Pakistan

“…By addressing students' specific learning styles, teachers can solve students' problems and prepare students for real-life skills. Further, it has been argued that students do not learn if the teaching style does not match with the students' learning style (Hamza, Inam-Ul-Haq, Nadir, & Mehmood, 2018). Therefore, with a suitable teaching style, teachers can get students engaged in the learning process.…”